Summary
Contents
Subject index
The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Implications for Teacher Training and Support for Inclusive Education: Empirical Evidence from Cambodia
Implications for Teacher Training and Support for Inclusive Education: Empirical Evidence from Cambodia
Introduction: Inclusion and Education in Cambodia
Inclusive education in Cambodia is still in its preliminary phase, with relevant policies and programs drafted within the last decade or so. Articles 65 and 66 of Cambodia's Constitution declare the state's role in protecting and promoting quality education at all levels to all citizens, in order to ensure that all citizens have an equal opportunity to earn their own living. However, up until 2009, education for children with disabilities has been limited to its reference in the constitution, and educational arrangements for ...
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